| Description |
1 online resource |
| Series |
Pedagogy, Education and Praxis ; 6 |
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Pedagogy, education and praxis ; 6.
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| Contents |
""A Practicum Turn in Teacher Education""; ""CONTENTS""; ""SERIES INTRODUCTION: Pedagogy, Education and Praxis""; ""FOREWORD TO A PRACTICUM TURN IN TEACHER EDUCATION""; ""REFERENCES""; ""ACKNOWLEDGEMENTS""; ""1. WHAT IS PRACTICE IN TEACHER EDUCATION?""; ""AIMS AND PERSPECTIVES""; ""PROFESSIONAL PRACTICE KNOWLEDGE""; ""THEORY AND PRACTICE""; ""COMMUNITIES OF ENQUIRERS""; ""MODELS FOR PRACTICUM""; ""NEW MANAGERIALISM""; ""CHAPTER BY CHAPTER""; ""REFERENCES""; ""PART I: BORDER CROSSING AND NARRATIVES""; ""2. BORDER CROSSING IN PRACTICUM RESEARCH: Reframing how we talk about practicum learning"" |
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""THEORETICAL PERSPECTIVES""""A �CRITICAL� THEORETICAL FRAMEWORK""; ""PRACTICES, PROCEDURES AND REASONING""; ""WORKING ACROSS CULTURAL AND NATIONAL BOUNDARIES""; ""NARRATIVE AS METHOD""; ""THEORY BUILDING-PRESENTING RESULTS""; ""Analysis of data through applying the critical questions to the (now) seven principles of practicum learning""; ""Guiding principle 1 (Theories of Learning)""; ""Guiding Principle 2 (Collaborative Relationships)""; ""Guiding Principle 3 (Recognition of Different Learning Needs)""; ""Guiding Principle 4 (Transparency)""; ""Guiding Principle 5 (Learning Community)"" |
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""Guiding Principles 6 (Reflective Dialogues) and 7 (International Perspectives)""""COMPARISONS THAT EMERGE""; ""DIFFERENCES IN CLASSROOM DYNAMICS/ECOLOGY""; ""CONCLUSIONS""; ""APPENDIX 1""; ""Guiding Principles""; ""NOTES""; ""REFERENCES""; ""3. MEMORABLE ENCOUNTERS: Learning Narratives From Preservice TeachersÂ? Practicum""; ""ABOUT PRACTICUM""; ""METHODOLOGICAL FRAMEWORK""; ""NARRATIVES AS A WAY TO AUGMENT PRESERVICE TEACHER PERSPECTIVE""; ""THREE DIFFERENT PRACTICE ARCHITECTURES FRAMING PRACTICUM""; ""The context of the Australian students""; ""The context of the Chinese students6"" |
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""The context of the Swedish students""""Varying contexts""; ""MEMORABLE MOMENTS � NARRATIVES FROM PRACTICUM""; ""Listening to the preservice teacher voice""; ""Practicum as enactment""; ""Development of Teacher Identity""; ""Revelation of range of pedagogical and subject knowledge""; ""Little focus on support and guidance""; ""Critical encounters with pupils""; ""Ideological transformations""; ""About the individual particularities of becoming a teacher""; ""About the integration/dis-integration of becoming a teacher""; ""About the universalities of becoming a teacher"" |
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""Critical encounters as learning opportunities""""CONCLUSION""; ""REFERENCES""; ""PART II DIFFERENT PERSPECTIVES AND NATIONAL CONTEXTS""; ""4. LEARNING BEYOND THE TRADITIONAL: Preservice teachers as partners in school development""; ""TEACHING AND RESEARCHING � CAN THE TWAIN MEET?""; ""PRACTICUM AS AN INTEGRATIVE ELEMENT IN TEACHER EDUCATION: THE PIL PROJECT""; ""LEARNING SCHOOLS AND THE FRAMEWORK OF TEACHER EDUCATION""; ""PRESERVICE TEACHERS� R&D PARTICIPATION: TWO CASES""; ""NAVIGARE: Developing the learning environment by promoting children�s social competence"" |
| Summary |
Challenges to practicum! The authors have explored professional practice knowledge and the ways practicum is dealt with in teacher education. They report from Research and Development projects based on collaboration between universities and school communities. Empirical studies have been carried out in Australia, Canada, China, Denmark, Finland, Norway and Sweden. Communication about practicum is reframed. Preservice teachersâ experiences during practicum serve as a point of departure for improving teacher education. The book is a must for everyone committed to quality in initial teacher education, including preservice teachers, school leaders and local supervisors. This volume explores new and different ways to think about the construction and evaluation of the practicum that students encounter. Contributors ask the reader to consider the assumptions that the practicum is based on, question these assumptions and strive to find new and better ways to contribute to the autonomy, professionalism, and moral development of emerging teachers. The focus is clearly on creating conversational and learning spaces for students that encourage them to think explicitly about theory and its application to practice and vice versa. The book not only challenges our thinking but also provides rich examples of research and evaluation in this area, which help us to hear the voices of those involved in the practicum in fresh and insightful ways. Reflections by Roslin Brennan Kemmis, Head of the School of Education, Charles Sturt University, Wagga Wagga, Australia |
| Notes |
English |
| Subject |
Education.
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Teaching.
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|
Education
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|
Teaching
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| Form |
Electronic book
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| Author |
Tor Vidar Eilertsen.
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Doreen Rorrison.
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| ISBN |
1280785810 |
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9781280785818 |
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9786613696205 |
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661369620X |
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9460917119 |
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9789460917110 |
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